9 Tableau récapitulatif des épreuves de langues aux concours des écoles d’ingénieurs Écrit Oral Concours Agro-Véto BCPST ainsi que Concours Agro-Véto TB (anglais seulement) 2 heures LVA : allemand, anglais, espagnol 1. Thème (presse ou fiction) ( 6 points ) 2. Compréhension de l’écrit ( 6 points ) 3. Expression écrite ( 8 points ) LVA : allemand, anglais,espagnol LVB : anglais, arabe, espagnol, italien, portugais, russe (seuls points > 10 retenus) Épreuve 30’ (préparation 30’) 1. Article de presse : compte-rendu et commentaire (20’) 2. Visionnage extrait vidéo JT (2’) et restitution Concours ATS 2 heures Anglais seulement 2 heures QCM 1 re partie : grammaire et vocabulaire. 2 e partie : texte à trous. Allemand, anglais, espagnol Épreuve 20’ (préparation 20’ ) : article de presse. Compte-rendu et commentaire. Concours Communs Polytechniques (CCP) 3 heures - - - - - - - - - - - - 1 heure Allemand, anglais, arabe, espagnol, italien, portugais, russe LVA : Synthèse (400 mots) de 3 ou 4 documents (en 3 pages A4) - - - - - - - - - - - - - - - - - - - - - - - - LVB : facultative, sauf EEIGM Nancy. Seuls points > 10 retenus QCM en trois parties : 1. Compréhension ( 10 points ) 2. Lexique ( 5 points ) 3. Compétence grammaticale ( 5 points ) LVA uniquement Allemand, anglais, arabe, espagnol, italien, portugais, russe Épreuve : 20’ (préparation 30’) : Trois écoutes d’un article de presse enregistré par un anglophone ; compte-rendu et commentaire
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Tableau récapitulatif des épreuves de langues aux concours des … · 2017-07-11 · 9 Tableau récapitulatif des épreuves de langues aux concours des écoles d’ingénieurs Écrit
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Tableau récapitulatif des épreuves de langues aux concours des écoles d’ingénieurs
The escape of the London zoo gorilla on October 13th last year caused a big stir. It has just been revealed that during his getaway he indulged in a tasty little treat.
Thursday’s edition of the British daily The Guardian provides more details of the escape. Kumbuka, a silverback gorilla, made the most of his few moments of freedom and gulped down fi ve litres of undiluted blackcurrant syrup, a quantity that should be put in perspective when you consider that Kumbuka weighs 184 kilos.
The Guardian also details the way in which the gorilla escaped. He didn’t need to break a window or a padlock, but took advantage of a door that had been momentarily unlocked by a zoo worker, while a second one had not been closed yet. The keeper then found himself face to face with the animal. “Thanks to the close relationship that the zoo worker and the gorilla share, the worker managed to reassure Kumbuka by talking to him soothingly so as to be able to get out quietly,” Professor David Field, the zoo’s chief zoologist, explained.
II. Compréhension de l’écrit (100 mots +/- 10 %) Rosie Millard is angry at the fact that History of Art has been abandoned as a subject in English secondary schools because for her this shuts the door to any future possibility of understanding and appreciating Art for those who will not have had a grounding while at school. Art for her is the school of life, a window on “the heart and soul of human life”, as she puts it. Dropping Art from the syllabus of secondary schools is a sort of treason, the result of a reductive understanding of what education is all about, the end of liberal education for the benefi t of a purely utilitarian vision.
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III. Essay (200 words +/- 10%)Is STEM more important than History of Art? Posed this way, the question does not make sense. How can a given discipline be “more important” than another? It all depends on the perspective in which it is studied. STEM obviously has more importance for scientifi c careers, but even then, sectors such as medicine (but not only) require a dose of humanity, an opening to others that can only benefi t from a grounding in humanities in general, among which History of Art.
The insistence on the predominant importance of STEM over all other disciplines comes from a change of perspective in education. Where the aim once was – etymologically – to free people mired in ignorance and give them a grounding of general culture, it is now purely utilitarian with the objective to develop their supposed “employability”. The result too often is people confi ned to a sector without the capacity to reach out for something else. How many geeks are articulate enough to be employable in other sectors that data processing? Why do the top students in business schools happen to be those with the widest bases in humanities? Saying that STEM is more important than History of Art is pure prejudice.